The Reading/Writing Connection: Strategies for Teaching and Learning in the Secondary Classroom

“I haven’t seen any books that come close to what Carol Olson has developed.” —Harry Noden, Kent State University “The illustrations and scanned-in documents make Booth-Olson’s book readable, interesting, relevant, and real-life. These visuals from actual students help transform her ideas from theory into practice.” —Kathy Bussert-Webb, The University of Texas at Brownsville     Now in its second edition, The Reading/Writing Connection features an array of individual reading and writing strategies, activities, and mini-lessons that teachers can implement in their classrooms. Well-respected author Carol Booth Olson extends far beyond most books intended for teachers of language arts by integrating reading and writing in creative, theory-based ways. Lauded by students and professors as a clear and straightforward book, this revised and updated edition includes plenty of material about teaching the writing process and responding to literature, and provides examples of lessons that help readers learn specific strategies. Unique in its field, The Reading/Writing Connection provides student models at middle and high school levels in almost every chapter, illustrating actual student responses to reading and writing activities. The book is also rich with literary selections, giving teachers easy access to the literature featured in the activities and demonstration lessons. Features New to the Second Edition   Extensive coverage of differentiated instruction for English Language Learners A new chapter entitled “Introducing Students to the Cognitive Strategies in Their Mental Tool Kits” that summarizes and clarifies students’ use of cognitive strategies in their thinking An extensive and revised companion website that features reading and writing rubrics, student models, blackline masters of graphic organizers, and much more, available at www.ablongman.com/olson2e.

Table of Contents:
Preface   Chapter 1   What Is the Reading/Writing Connection? What Is the Reading/Writing Connection? Characteristics of Experienced Readers and Writers Cognitive Strategies That Underlie the Reading and Writing Process The Power of Integrating Reading and Writing Instruction Making the Reading/Writing Connection Visible through Instructional Scaffolding To Sum Up Learning Log Reflection     Chapter 2   Introducing Students to the Cognitive Strategies in Their Mental Tool Kits Declarative, Procedural, and Conditional Knowledge: Foundations of Strategic Reading and Writing Cognitive Strategies: A Reader’s and Writer’s Tool Kit “The War of the Wall” by Toni Cade Bambara The Cognitive Strategies Tutorial   The Role of Metacognition in Cognitive Strategies Instruction Using Think-Alouds to Foster Metacognition Metacognition Workshop: Teaching Students to Reflect on Their Meaning-Making Processes To Sum Up Learning Log Reflection   Chapter 3   Integrating Reading and Writing Instruction through Scaffolded Demonstration Lessons Components of Effective Instructional Scaffolding Reducing the Constraints on Student Readers and Writers Reinforcing the Reading/Writing Connection through Scaffolded Demonstration Lessons A Description of the Reading/Writing Lesson Format Standards-Based Language Arts Instruction Demonstration Lesson: A Letter from Margot:“All Summer in a Day” To Sum Up Learning Log Reflection “All Summer in a Day” by Ray Bradbury   Chapter 4   Getting Started: Creating a Community of Learners The Role of Affect in Learning How the Classroom Itself Promotes Classroom Community What Is a Community of Learners? The First Week Classroom Rules Expectations Know Your Students Get-Acquainted Activities How I Learned to Read and Write Four Corners and Personality Collage Doll Object Exchange Personal Brochure Demonstration Lesson: My Name, My Self: Using Name to Explore Identity “My Name” by Sandra Cisneros To Sum Up Learning Log Reflection   Chapter 5   A Multiple Intelligences Approach to Language Arts Instruction for Mainstream and English Language Development Classrooms   The Strategic Approach to Interacting with a Text   Before-Reading Strategies During-Reading Strategies After-Reading Strategies Letting Go of the Guided Tour To Sum Up Learning Log Reflection     Chapter 6   Strategies for Interacting with a Text: Using Reading and Writing to Learn   The Guided Tour Problem Using Pedagogical Strategies to Foster Cognitive Strategies The Concept of Reading and Writing to Learn   Inexperienced Readers in My Class?   What If Students Get Bored and Tune Out? How Do I Hold Students Accountable for Their Reading? What Do I Do Before, During, and After Teaching a Novel? What about Nonfiction? To Sum Up Learning Log Reflection   Chapter 7   Teaching Literature: From Reading to Interpretation   Efferent and Aesthetic Readings Why Teach Literature? Critical Approaches to Literature Organizing the Curriculum Demonstration Lesson: Setting and Character in Tennyson’s “Mariana”: Teaching Literary Interpretation “Mariana” by Alfred, Lord Tennyson Teaching Longer Works of Fiction   Do We Have to Read the Whole Thing Out Loud in Class? What Do I Do with English Language Learners and Multiple Intelligences Theory in the Classroom Why a Multiple Intelligences Approach Works with English Language Learners   Integrating Multiple Intelligences Theory and Cognitive Strategies through Instructional Scaffolding   Introducing Students to MI Theory   Corners Activity Multiple Intelligences Survey Demonstration Lesson: “Not Mine!” Interpreting Sandra Cisneros’s “Eleven” MI Theory and Learning Styles Epilogue To Sum Up Learning Log Reflection “Eleven” by Sandra Cisneros       Chapter 8   Reading,Thinking, and Writing about Multicultural Literature in Culturally Diverse Classrooms What Is Multicultural Literature? Defining Terms Why Teach Multicultural Literature? The Teacher’s Role in the Multicultural Classroom Setting the Stage for Multicultural Literature   Human Cultural Bingo Biopoem Sure You Can Ask Me a Personal Question: Dispelling Stereotypes The Heritage Quilt Recommended Works of Multicultural Literature for the Secondary Classroom   Demonstration Lesson: Character and Culture in Amy Tan’s “The Moon Lady” To Sum Up Learning Log Reflection   Chapter 9   Teaching Writing: Helping Students Play the Whole Range “The Writer” by Richard Wilbur Why Write? Informing the Teaching of Writing with Premises about Thinking What to Teach and Why Integrate Reading and Writing Instruction Make Cognitive Strategies Visible Give Students Writing Practice in a Variety of Domains Balance Teacher-Prompted and Student-Selected Writing Tasks Focus on Process and on Products Exploring the Domains Seashells and Similes: Sensory/Descriptive Observational Poetry Demonstration Lesson: The Memory Snapshot Paper: Imaginative/Narrative Autobiographical Writing The Saturation Report: Practical/Informative Report of Information  Analytical/Expository Compositions A Training Program to Help Students Develop Criteria for an Effective Essay  Reading “The Stolen Party” Evaluating Sample Essays Color-Coding: Helping Students Distinguish between Plot Summary, Supporting Detail, and Commentary Revising One’s Own Essay   What about Writing across the Curriculum? To Sum Up Learning Log Reflection “The Stolen Party” by Liliana Heker   Chapter 10   Alternative Approaches to the Research Paper What Are We Teaching Students When We Teach the Research Paper?   Demonstration Lesson: The Saturation Research Paper Demonstration Lesson: Personalizing Research in the I-Search Paper Reading Saturation Research Papers and I-Search Papers Multigenre Papers Multimedia Projects What about the Traditional Research Paper? Dealing with Plagiarism To Sum Up Learning Log Reflection   Chapter 11   Sharing Our Responses to Texts as Readers and Writers and Revising Meaning   The Role of Listening in the Language Arts Classroom The Role of Speaking in the Language Arts Classroom What Is a Class Discussion? The Role of Question Asking in Teacher-Led Class Discussion Some Don’ts and Dos of Question Asking Responding to Students during Class Discussion Behaviors That Close Down Student Thinking Behaviors That Open Up Thinking Other Formats for Whole Class Discussion Socratic Seminar Grand Conversation Hot Seat Talk Show Small Group Formats for Sharing Responses to Texts Reciprocal Teaching Literature Circles Dialogue with a Text Turning Reading Groups into Writing Groups Introducing Students to Writing Groups Strategies to Guide Peer Response Finding the Golden Lines The Elbow Method Job Cards Read-Around Groups Response Forms and Sharing Sheets How Peer Response Helps Students Revise Meaning What Is Revision? The Role of the Teacher in Revising Meaning Modeling through Think-Alouds Feedback Providing Structure and Direct Instruction on Strategies for Revising Meaning Breaking the Task of Drafting and Redrafting into Manageable Chunks Minilessons WIRMIs and Believing and Doubting Color-Coding: Visual Feedback for Revising for Meaning Revising for Style Sentence Combining Using Copy—Change for Stylistic Imitation The Impact of Computers on the Process of Revising Meaning Revising Independently: Questions to Consider To Sum Up Learning Log Reflection   Chapter 12   Correctness Can Be Creative The Role of Affect in the Teaching and Learning of Grammar The Great Grammar Debate Why Teach Grammar? When, What, and How to Teach Grammar Pedagogical Strategies and Activities to Make Grammar Memorable Graphic Grammar: A Spatial Approach to Teaching Parts of Speech Cloudy with a Chance of Meatballs Demonstration Lesson: The Dada Poem: A Creative Approach to Internalizing Parts of Speech Teaching Sentence Sense and Sentence Craft Punctuation Mythology A Few Words about Vocabulary and Spelling Vocabutoons and Vocabulary Story Building Academic Vocabulary Spelling/Academic Vocabulary Chants Visual Approaches to Spelling Word Trees and Word Sorts 317 What to Do about Error Yes Twice, Comma Splice Sentence Drafts Job Cards Editing Checklist Celebrating Correctness To Sum Up Learning Log Reflection   Chapter 13   Assessing Students’ Reading and Writing in the Classroom Teaching and Testing: Process versus Product Response, Assessment, Evaluation, Grading: Defining Terms Where to Start: Begin with the End in Mind What Do We Want Students to Know and Be Able to Do? Determining Where Your Students Are on the Road to Meeting the Standards   Criteria for Effective Assessment 329 Assessment or Evaluation? Using Rubrics to Assess and/or Evaluate Student Work Types of Scoring Rubrics 332Using Rubrics as a Teaching Tool The Portfolio Approach to Assessment and Evaluation Types of Portfolios What’s in a Portfolio? The Portfolio Process: Collect, Select, Reflect, Project, Affect Assessing and Evaluating Portfolios Grading and Alternatives to the Traditional Grading System What about Standardized Tests? Preparing Students for On-Demand Writing Teaching the ABC Strategy Involving Students in Assessment, Evaluation, and Grading Informing Instruction through Assessment and Evaluation Assessing Teacher Effectiveness Electronic Teaching Portfolios To Sum Up Learning Log Reflection   Chapter 14     Cultivating Motivated, Independent Readers and Writers through Reading and Writing Workshop What Is a Workshop Approach? Applying the Principles of Instructional Scaffolding to Reading and Writing Workshop Creating a Workshop Environment Reading Workshop The Power of Free Voluntary Reading Principles of Reader Engagement Goals and Expectations for Reading Workshop Getting Acquainted: Getting to Know Students and Getting Students to Know Books Providing Access to Books The Teacher’s Role in Reading Workshop Collaborating on Responses to Reading through Book Clubs Activities for Reading Workshop Culminating Projects for Reading Workshop Writing Workshop Using Reading Workshop as a Bridge to Writing Workshop Goals and Expectations for Writing Workshop Getting Started: Cultivating Student Interest in Writing But What Do I Write About? Keeping a Writer’s Notebook Keeping Track: Status of the Class The Teacher’s Role in Writing Workshop Turning Reading Groups into Writing Groups Culminating Projects in Writing Workshop: Portfolios and Anthologies Publication in the Writing Workshop Classroom Assessing and Evaluating Reading and Writing in Reading/Writing Workshop  Students’ Reactions to Reading and Writing Workshop To Sum Up Learning Log Reflection   Appendix: Scientifically Based Research on the Scaffolded Lessons and the Cognitive Strategies Approach to Instruction   References   Index